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Harald Gell
Increase of Officer Cadets’ Competences by Internationalization
Harald Gell
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Abstract: In 2008, all 27 European Union Ministers of Defence issued a mandate for a so-called Military Erasmus Implementation Group, which would consist of education experts from all European Union basic officer education institutions, in order to increase interoperability among the European armed forces, to harmonize the European basic officer education, and thus, to promote a European Security and Defence Culture among the future military leaders. The Implementation Group (IG) started its work in 2009 by developing exchange possibilities for officer cadets while ensuring these will not have disadvantages for their studies. Fifteen lines of developments were implemented reaching from regulations on how to recognize learning outcomes achieved abroad, via possibilities on how to finance the activities, to elaborations of common modules and international semesters for the different services. The IG’s activities were not accepted unopposed by some military decision makers. This criticism was the reason for a scientific research study by the IG chairman to identify if there are benefits for officer cadets caused by international activities, in particular, if there is an increase of competences possible? If the outcomes of the study show that the exchange is a success, this will prove the criticism wrong. The research study had three avenues of approach: comparing metabolic data, grades and analyzing evaluation reports of exchange activities. In total, some 42,000 officer cadets’ data were compared by analyzing situations before and after mobility periods. The results of this research study are presented in excerpts in the present article.
Keywords: Cadet; Competences; EMILYO1; European Union; Internationalization; Stress Management.
Initial Situation: The European Union’s Strategic Approach
In December 2003, the European Union (EU) adopted the European Security Strategy (ESS) as a reaction to security threats and challenges.2 The main topics of relevance were terrorism, proliferation of weapons of mass destruction, regional conflicts, state failure, and organized crime. After a period of five years, the EU evaluated the implemented measures and created a report on the implementation of the ESS.3 Three new threats were added—cyber security, energy security, and climate change—and it was clearly stated that managing these threats and challenges require broad measures including military and civilian actions. A concept was developed that was named “comprehensive approach,”4 meaning that starting from the decision-making process, all potential stakeholders involved should be integrated into the sequence of events.
Within the report on the implementation of the ESS, the role of the military was described as being a part of crisis management. To prepare future officers of the armed forces for their duty after graduation within an international (European) environment, the necessity for a common education at basic officer education level was stressed within this document.
Finally, at the end of 2008, all 27 EU Ministers of Defence approved a document that can be seen as the “founding paper,” and as the mandate for the Military Erasmus Implementation Group, with the official name “European initiative for the exchange of young officers inspired by Erasmus.”5, 6
An Implementation Group (IG) was established and given the task to develop measures to create international exchanges for officer cadets and young officers during their initial training phase, in order to reinforce the ability of the European armed forces to work together and to increase their interoperability. Thus, the future military leaders should be convinced concerning the need for a European Security and Defence Culture.
The IG is a voluntary configuration of almost all EU basic officer education institutions,7 consisting of education experts, with assistance from the European Security and Defence College (ESDC).8 The following figure 1 and corresponding table 1 illustrate the member institutions of the IG.
Figure 1: EU basic officer education institutions represented in the IG9
Table 1: EU basic officer education institutions represented in the IG10
In February 2009, the IG met for the first time in order to find a way for accomplishing the aim of the EU Ministers of Defence. Since then, the IG has met on a quarterly basis and the IG chairman stressed the need for merging existing programs, such as the civilian Erasmus and other funding, which are not financed by any of the basic officer education
institutions’ military budgets, with the goals of the initiative. In the meanwhile, as of June 2021, the IG held its fiftieth meeting and defined specific fields to elaborate on. These fields were named “Lines of Development” (LoDs), each of them with a specific purpose, most of them with an expert as chairperson, according to table 2 hereinafter.
Table 2: The IG’s Lines of Development (LoDs) with their specific purpose11 These LoDs are not directly associated with to the research results that are described in the following chapters. The LoDs’ main goal is to pave the way for the exchanges to facilitate them.12
Other projects of the IG are high-level conferences, working conferences, developments of joint programs, or publishing scientific papers.
At present time, in compliance with the mandate, the IG is able to organize some 100 exchange activities annually, among them some 25 international semesters, comprising some 60,000 training days for some 2,100 officer cadets and civilian students of the security field.13 Even the High Representative and Vice President (HR/VP) of the European Union for the Common Foreign and Security Policy (CFSP), Federica Mogherini, stated in 2018 that “…Military Erasmus has become an essential resource for our military personnel, and thousands of military Officers have benefited from the program […] today, our Common Security and Defence Policy already reaps the benefits of Military Erasmus on the theatres of operations, with young leaders trained to work together. We see the practical benefits of a common military culture.”14
Figure 2: Officer cadets from Croatia, Austria and France during an IG exchange15
The ideal avenue of approach to fulfil the IG’s mandate would be to involve 100 percent of all European officer cadets into exchange activities. However, the EU basic officer education institutions have to take into consideration some specific pre-conditions for national accreditation of national higher education. Currently, only Austria and France included into their national curriculum an entire semester abroad; all the other European institutions have to find their national options to contribute to the IG’s goals. One possibility is the so-called “internationalization at home,” which is basically organizing international
modules for the national officer cadets at the national institution, involving international lecturers and officer cadets.
In opposition to the IG’s achievements of the last years, some military decisionmakers criticized the program because of the need for financial investments, increased administration, language difficulties,16 and difficulties for the recognition of learning outcomes. This criticism caused the author’s motivation to start a research project concerning the potential benefits of international exchanges for officer cadets. Excerpts of this research project are introduced in the next chapter.
Exchange Research Study: Pre-Studies and Explanation of Stress Measurements
For a period of about one decade the author used a specific approach of analyzing the blood of probands to identify their resilience. With the so-called clinical stress assessment method (CSA method) some 11 metabolic blood parameters can be identified, automatically analyzed and interpreted. This CSA method was invented by university professor Sepp Porta, who is an Austrian endocrinologist.
To understand the measurements, first it has to be explained: “What is stress?” According to prestigious stress researchers, “…stress is the individual’s reaction of the body onto a certain mental and/or physical burden.”17
The reactions of the body and the frame of stress are illustrated in figure 3.
Figure 3. Pictorial explanation of stress18
For a better understanding of figure 3, an example is mentioned hereinafter: • The blood’s pH-value of a body in a state of rest is 7.4. • A person undergoes a physical sports training—for example, a run. Because of the physical burden, in particular because of the release of carbon-dioxide (CO2) from the cells into the blood, the blood becomes more acidic. • A more acidic blood transports less oxygen. That is why the body wants to get rid of the CO2. • To get rid of the CO2, the body reacts with faster breathing and with the release of Base Excess (BE) and Hydrogen Carbonate (HCO3) to force the blood to become more alkaline. This process can be clearly measured with the available instruments. • After the run, while taking a break, the blood turns more and more back to a pHvalue of 7.4; however, the process does not stop there. It turns more alkaline than 7.4 to prepare the body for a next similar burden. This is called overcompensation or in simple words, “training.”
Stress researches call all these pH-values’ shifts and secretion of chemicals to control the pH-value “stress.”
The author used the CSA method and required specific military leadership tasks from officer cadets by analyzing the blood with a device from the intensive medicine to identify how burdened they were because of the task.
Figure 4: The technical equipment to measure the blood’s metabolic data, the so-called Nova Biomedical Phox-M device19
For a proper calculation of the results, the officer cadets had to undergo standardized sport activities before and after the leadership task, because prior charges could falsify the results and with the integration of the sport results into the calculations, any distortion could be eliminated. As an example, the following figure 5 demonstrates one of the 11 metabolic data—in this case, lactate—and how it was compared with the achieved results. In this case, even predictions about future results could be made.
Figure 5: Lactate before running compared with achieved points afterwards20
Based on the stress measurements of hundreds of officer cadets, the following main points could be identified: • stress can be measured accurately; • how burdened an officer cadet is because of a specific task, can be measured; • how much the officer cadet’s body prepares for a future burden during low intensive phases, can be measured; • how often and with which sequence specific tasks should be trained to decrease an individual burden, can be measured; and • how electrolytes play a vital role for the individual intensity of a burden; in particular the lack of magnesium has a negative effect.
Originally, all the experiments with the analyses of the officer cadets’ blood had the intent of providing additional information for the selection of future leaders and to pass to them proposals for a more effective and efficient education. More accidentally than by purpose, the direction of the research shifted to identifying the potential benefits for officer cadets concerning international exchanges. Based on a huge officer cadets’ metabolism database, data from cadets who spent a semester abroad were compared with data from those ones who did not go abroad. Blood data of officer cadets that went on the mobility exchange in comparison with non-mobility officer cadets, measured before their stay abroad, showed no significant differences; that is why hereinafter only the comparison after the mobility period is described. The results of this comparison as well as other additional comparisons are described in the next chapter.
Exchange Research Study: Research Study to Identify Benefits of International Exchanges
To guarantee a high quality of the research project, it was embedded into the highest possible academic process, the habilitation proceeding. A look from different angles with different research methods onto the exchanges should avoid criticism. The three main research pillars are introduced within the sub-chapters hereinafter.21
Pillar 1: Comparisons of Metabolic Data
During the research projects, a check system was developed that objectively quantifies the amount of mental arousal, determined by a change in metabolic blood parameters.22 The simple rationale consists of the knowledge that adrenaline-increase proportionally influences parameters of breathing, such as: • pCO2 decrease and pO2 increase;23 • buffer potential, this may be considered as compensatory power; • lactate and glucose changes, characterizing the state of carbohydrate metabolism; • changes of blood electrolytes like calcium (Ca), potassium (K), magnesium (Mg) and sodium (Na), all of them are shifted in and out of body tissues in proportion to the intensity of mental loads.
The changing inter-relationships between the above mentioned parameters are measurable and quantifiable instruments not only for a mental load but also for the individual stress capability; or, in other words, mental arousals trigger adrenaline secretion, and adrenaline increases impact upon metabolic parameters—that is why the precise quantity of mental arousals is detectable from the change of those metabolic parameters.24 Adrenaline has a biological half-life of about one to three minutes, that is why an accurate measurement just of the adrenaline secretion’s consequences can be measured.
Based on the argument above, it can be deduced that, if the mental arousals of mobility students are lower than of non-mobility students, the mobility students increased their personal development, as such, during their stay abroad—or, in particular, they increased their resilience.
For this experiment the basal data were taken. Concerning the results, all parameter means of mobility officer cadets and non-mobility officer cadets were calculated and compared to each other. When taking the blood from an individual, according to the ethical rules of the World Medical Association (WMA), only the results’ means are allowed to be published to assure anonymity. No further information about the individual can be retrieved. For the research study, the resilience of a group of officer cadets as such should be determined; the calculations using these means for the respective group were conducted to fulfil all pre-conditions.
The summarized results are shown in the following table 3; significant parameters’ deviations are highlighted in yellow, and significant correlations with the pH-value are highlighted with red figures. The table’s abbreviations are explained below the table.
Table 3: Metabolic basal-data of mobility and non-mobility officer cadets after a mobility period25
• Standard Deviation (SD) is a measure that is used to quantify the amount of variation or dispersion of a set of data values. • Standard Error of Mean (SEM) is the standard deviation of the sample mean’s estimate of a population mean. • Potential of Hydrogen (pH) is a scale used to specify the acidity or basicity of an aqueous solution. It is logarithmic and inversely indicates the concentration of hydrogen ions in the solution. • pCO2 is the partial pressure of carbon dioxide; pO2 is the partial pressure of oxygen. • Base Excess (BE) expresses the amount of acid or alkaline that is necessary to restore an acid alkaline balance according to the normal pH-value of the body. • Hydrogen Carbonate (HCO3) acts in bodies as blood buffer system to restore an acid alkaline balance. • Oxygen Saturation (O2sat) is a relative measure of the amount of oxygen that is dissolved or carried in a given medium. • Blood Glucose (BG) is the amount of glucose, or sugar, present in the blood and is the primary source of energy for the body’s cells. • Millimeter of Mercury (mmHg) is a unit to express the blood pressure or other body fluids. • A Mole is a unit of measurement for the amount of a substance. It describes as many atoms as there are in 12 grams of pure carbon. As a figure it expresses 6.022 x 1023 parts. A millimole per liter (mmol/l) expresses the thousandth part of it within 1 liter.
Interpretation of the Most Important Results:
• Non-mobility officer cadets have significant lower Base Excess (BE), Calcium (Ca) and Potassium (K), which indicates their increased basal-metabolism. • Non-mobility officer cadets need for the same pH-value a double increased exhalation, which is an evidence for mental infuriation. • Mobility officer cadets have a 65 percent better saturation of Oxygen (O2). They profit from a better O2-supply to the heart, brain, and muscles.
As a conclusion of the calculations and interpretations of officer cadets’ metabolic data it can be stated that mobility students, after their mobility period, benefit from their better oxygen transfer in comparison with non-mobility students.
As a consequence, going abroad for longer periods increases mobility students’ personal development because the chances to manage challenges better and their resilience are increased.26
The calculations based on the blood analyses were made a few weeks after the return of the mobility officer cadets from a semester abroad. The exact reason for an increased resilience during the semester abroad could not be identified, but since all mobility officers cadets who returned from different countries—France, Germany, and the United States of America—had a very similar hemogram. The reason for their increased resilience in comparison with the hemograms of non-mobility officer cadets must have had origins in the semester abroad.
It could not be clearly identified if the increase of resilience is based on different training programs, different surroundings, or different cultures, and could not seriously be measured. The fact remains that, before mobilities, the resilience of all officer cadets was identified with no significant differences. However, after the mobility period, the mobility officer cadets´ resilience was increased after having returned from different countries or even different continents if compared to the resilience of those ones who did not go abroad.
Each physical or psychological burden causes the body to perform a so-called overcompensation, meaning, the body develops certain resilience for similar future burdens. The time spam of the increased resilience of mobility officer cadets after having returned from a semester abroad could not be measured because one semester after their return they graduated and were not available for post-study measurements. It can only be assumed that the duration of their overcompensation lasts similar to the duration of any other physical or mental training, which is: overall duration of burden equals overall duration of better resilience.
Pillar 2: Comparisons of Grades
During the Austrian basic officer education each and every absolved education module is to be evaluated and officer cadets receive grades from 1 to 5. In this education system, a grade expresses not only a special knowledge, but also the achieved skills and competences that are listed in each single module description.
The author took all grades of six graduated classes, which represent some 360 officer cadets and some 25,000 grades. Then he eliminated those grades, which could falsify the results. These were grades when the officer cadets were educated in different groups, such as different language groups or grades of the different branch education.
At the end, some 18,500 grades remained. The means of all mobility students were compared to the non-mobility ones by calculating the differences before and after the mobility periods. A mobility period represents an entire semester abroad. The results were astonishing:27 • Mobility officer cadets of all classes achieved after their mobility periods always better grades than the rest of the class. • Mobility officer cadets, depending on the year of graduation, had between 15.3 percent and 80 percent better results after the mobility period in comparison to the non-mobility officer cadets. The results of all classes are listed hereinafter in table 4. The lower the number, the better are the results because “1” is the best grade.
Table 4: Difference of mobility and non-mobility officer cadets’ grades28
• By comparing all grades’ means, all officer cadets had better grades toward the end of education but calculating the means of all officer cadets after the mobility period, the mobility officer cadets could achieve a twice better increase of grades in comparison to the non-mobility officer cadets. Since better grades express better achieved learning outcomes, it can be deduced that going abroad, as such, increases the officer cadets’ competences because competences are the most important part of a grade.
The exact reason for better grades of mobility officer cadets after their return could not be identified, which is similar to the measurements of metabolic data. However, the results of all grades before and after their mobility in comparison with all non-mobility officer cadets show that they must have encountered a positive effect onto their learning outcomes. Figure 6 illustrates this positive effect on the example of one class.
Interpretation of figure 6:
• The smaller the pillar, the better is the grade. • Mobility officer cadets were selected at random (for explanations, see endnote 27). • All officer cadets achieved better grades toward the end of their education. • Comparing the respective semesters, mobility officer cadets performed sometimes a bit better before their mobility period, sometimes worse in comparison to the nonmobility officer cadets. • After the mobility period, when studying in the same class the same topics with their non-mobility colleagues, all mobility officer cadets could achieve better grades in comparison to the non-mobility officer cadets. The calculation of means was used to create an overall picture. Looking at each individual, it can be stated that not a single mobility officer cadet stood outside of this picture.
As a conclusion, it can be stated that going abroad for a semester had a positive effect onto the skills and competences of officer cadets.30
Pillar 3: Analyses of External Evaluation Reports
According to the elaborations of the Military Erasmus Implementation Group, the Austrian Theresan Military Academy implemented some 17 EU common modules (CMs) into the national curriculum. The spearhead of these common modules is the one-week CM on Common Security and Defence Policy (CSDP), which was externally evaluated by an expert from the European Security and Defence College (ESDC) several times.31 National and international officer cadets participated in each of these CMs.
Figure 7: Officer cadets from Poland, Hungary, Romania and Austria during a CM on CSDP32
Out of the above mentioned evaluation reports with some 23,000 data, the author merged the overlapping outcomes of seven reports, different modules that may have the same results, to identify generally valid results. The purpose was to detect if short international events also may have positive results onto the officer cadets.
The following figure 8 highlights the difference between two common modules with the exact same contents. One module was conducted with Austrian officer cadets exclusively; the other module was conducted one week later mixed with Austrian cadets and with officer cadets from abroad.
Figure 8: Comparison of two CMs on CSDP concerning the development of competences33
The overlapping results of all evaluation reports were as follows:34 • Because of the interaction, the participation of different academic levels, bachelor, master, and Ph.D., increases the learning outcomes. • Increased interactions among the officer cadets increase the learning outcomes.
A “teacher-centered teaching” alone is counterproductive. • Increased international participation increases the learning outcomes. • Even one-week modules improve English skills. • The most important factor is the international presence—the more international presence is available, the better are the learning outcomes.
As a conclusion, it can be stated that even one-week modules increase skills and competences of officer cadets. The most important factors are the international presence and the interaction among the officer cadets and teachers, illustrated in figure 8.
Conclusions and Way Ahead
The European Union Military Erasmus Implementation Group (IG) organizes a lot of activities to fulfill the mandate issued by the Ministers of Defence in 2008, which is to promote a European Security and Defence Culture. With the research project described in the present article, on a topic that has scientifically been uncontradicted until up to now, the author provided evidence that international exchanges have a positive effect onto the officer cadets’ personal developments, and that mobility periods increase their competences. These results prove the criticism wrong.
A European Security and Defence Culture can be achieved by officer cadets’ exchange activities. Security threats and challenges differ from one EU country to the other. An exchange program on a European level increases the awareness of future military officers.
Because of the SARS-CoV-2-situation, physical exchanges decreased tremendously starting from March 2020. When this situation is managed, hopefully soon, the exchange figures as of before the crisis should be reached again.
New projects, such as new lines of development or new research projects, will be implemented in the Military Erasmus Implementation Group’s list of work in order to provide the best pre-conditions to educate our future military leaders.
Colonel and Associated Professor Harald Gell, Ph.D., MSc, MSD, MBA, has been the EU Military Erasmus Implementation Group’s chairman since 2015. He is also head of the International Office and senior lecturer at the Austrian Theresan Military Academy. He combined in 105 publications, 21 scholar books, several module descriptions, and 75 international conference-presentations on findings of stress research projects with international exchanges to propose effective and efficient increasing of military leadership skills and competences. With his habilitation proceeding in military management he provided evidence that international exchanges have positive effects on the personal development of officer cadets. His mission and operation experience stems from serving on a security operation during the Slovenian War of Independence, and deployments for disaster relief and border security, as well as serving as EU team leader in Bosnia and Croatia, and as Chief Operations Officer in Syria to some 300 activities in EU countries, Canada, Ukraine and the United States. He is a member of scientific boards in Austria, Croatia, Czech Republic, Hungary, Romania, and Poland. The author would like to thank the Norwich University for the opportunity to participate in the seventh International Symposium of Military Academies (ISOMA) conference and share the experiences with other fellow travelers.
Endnotes
1. EMILYO is an acronym that stands for (E)xchange of (MIL)itary (Y)oung (O)fficers. 2. Council of the European Union, European Security Strategy – A Secure Europe in a
Better World (Brussels: DGF-Communication/Publications, 2003), Passim; https:// www.consilium.europa.eu/media/30823/qc7809568enc.pdf. 3. Council of the European Union, Report on the Implementation of the European Security
Strategy – Providing Security in a Changing World, Document S407/08 (Brussels, 2008), Passim; https://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/ reports/104630.pdf. 4. Remark by the author: With the updated EU strategy—the so-called “Global Strategy” as of 2016—the term “comprehensive approach” was changed to “integrated approach.” 5. Council of the European Union, 2903rd meeting of the Council – General Affairs and
External Relations. Council Decision, Document 15396/08 (Brussels, 2008), 5. 6. Remark with the author: The official name is “European initiative for the exchange of young officers inspired by Erasmus.” Other – shorter names – for the same initiative are “Military Erasmus,” “Erasmus Militaire,” “EMLYO (Exchange of MILitary Young
Officers,” or just, in short, “the Initiative.” 7. Remark by the author: Three countries of the EU do not have their own basic officer education institutions: Cyprus, Luxembourg and Malta. Denmark also is not represented, as this country has an exception in the Treaty of Lisbon concerning the European Security and Defence Policy. Norway, as a non-EU Member State, is represented as an associated member. 8. Harald Gell, Increase of Students’ personal Development by Internationalisation (habilitation thesis, Brno, 2015), 29-30. 9. Figure 1 created by the author. Basic EU map taken and re-shaped from URL: https:// upload.wikimedia.org/wikipedia/commons/4/41/European_Union_main_map.svg, accessed April 4, 2021. 10. Table 1 created by the author. 11. Table 2 created by the author. 12. Harald Gell and Sylvain Paile-Calvo, “The European initiative for the exchange of young officers inspired by Erasmus (EMILYO),” in The European Security and
Defence College and its contribution to the Common Security and Defence Culture – A 15 year journey, ed., Ilias Katsagounos (Luxembourg: Publication Office of the
European Union, 2020), 71-80. 13. Remark with the author: These steadily increasing figures were interrupted because of the SARS-CoV-2 situation in March 2020.
14. Harald Gell, Sylvain Paile-Calvo, and Symeon Zambas, European Education and
Training for Young Officers – European Initiative for the Exchange of Young Officers, inspired by Erasmus, 2nd edition (Vienna: Armed Forces Printing Centre, 2018), 11. 15. Figure 2 created by the Theresan Military Academy. 16. Remark of the author: There are 24 official languages recognized within the EU. Most used working languages are English, French, and German. 17. Sepp Porta and Michael Hlatky, Understand Stress – defeat Burnout (Vienna: Publishing
Company of Medical Doctors, 2009), 15; and Hans Selye, The Stress of Life (New
York: McGraw-Hill, 1978), 61, 472. 18. Harald Gell, “Increase in military leadership skills and competences of future leaders through stress research findings,” Journal of Science of the Military Academy of Land
Forces (2016), 27; doi:10.5604/17318157.1226130. 19. Picture taken by the author. 20. Gell, Increase of Students’ personal Development, 52. 21. Gell, Paile-Calvo, and Zambas, European Education and Training for Young Officers, 21. 22. Norbert Pamminger, Sepp Porta, and Harald Gell, “Jobs with mostly mental workload may lead to difficulties in oxygen and magnesium liberation into tissues – a staff health survey,” Trace Elements and Electrolytes (2015), 1-7. 23. Remark of the author: pCO2 is the partial pressure of carbon dioxide; pO2 is the partial pressure of oxygen. 24. Gell, Paile-Calvo, and Zambas, European Education and Training for Young Officers, 24. 25. Ibid, 25. 26. Gell, Increase of Students’ personal Development, 66-72. 27. Remark by the author: The officer cadets who were sent abroad were selected at random.
They were not selected because they were the best ones. At the time of comparing the grades for the research study, according to the curriculum during these days, not all
Austrian officer cadets had to spend a semester abroad. Officer cadets were selected according to their willingness, and since more officer cadets volunteered than study places were available, they were chosen by lot. The advantage of this selection is that for the comparison of grades before and after mobilities and for the comparison of grades between mobility and non-mobility officer cadets the validity of results was increased.
Later, starting with the year 2014, more and more places for studying abroad were available because of the elaborations of the IG and it was necessary that some officer cadets had to be ordered to go abroad. Since the first results of the research study were available during these days, those officer cadets were ordered to go abroad who had worse grades.
With the curriculum of 2017, that is also valid nowadays, 100 percent of the officer cadets have to spend one semester and an internship of six weeks abroad.
28. Gell, Increase of Students’ personal Development, 64. 29. Figure 6 created by the author. 30. Gell, Increase of Students’ personal Development, 55-65. 31. Remark by the author: This expert was Dr. Sylvain Paile-Calvo; his evaluation reports are available on the Emilyo homepage at http://www.emilyo.eu/node/1023. 32. Figure 7 created by the Theresan Military Academy. 33. Figure 8 created by the author. 34. Gell, Increase of Students’ personal Development, 35-44.
